Environmental Education Programma for Seniors

Environmental education programme for seniors DECEMBER 2023

2022 - 1 - EL01 KA210 - ADU - 000081804

Environmental education programme for seniors

TABLE OF CONTENTS INDOOR ACTIVITIES

INTRODUCTION Principles of environmental education ...........................pg.4 The status of adult and senior environmental literacy ...............................pg.5 Environmental volunteering benefits for seniors .........pg.7 Information on climate change, marine litter and sustainable fisheries ........pg.9 The programme’s methodology ..................pg.10 Environmental education activities ...........................pg.12

Activity 1: Single Use Plastics “storm” ............................................pg.12 Activity 2: “My Name is Blue” Documentary & Discussion ........pg.14 Activity 3: “Everything, in Time” Making a Fish Model Diary**...... pg.17 Activity 4: Storytelling “Small Habits,Big Change” ........................pg.20 Activity 5: Card Game “The Planet I Remember” .......................................pg.23 Activity 6: “REspect, REduce, REuse, REcycle! Making a RE- guide” .......pg.26

OUTDOOR ACTIVITIES Activity 7 : Role Playing Game, “Deep in the Ocean” ....................pg.29 Activity 8: Fish Market Visit “A Fish’s Life…” ....................................pg.31 Activity 9: Citizen Science “Climate Change & Reality” ........................pg.34 Activity 10: “You see the difference, a turtle does not” Beach cleanup .............................................pg.37 Activity 11: Sustainable Picnic Gathering “Enjoy Ecologically” .....................pg.40 Activity 12: Volunteering for Environment “Start your own Campaign”.......................................pg.42

Environmental education programme for seniors

INTRODUCTION

This environmental programme for adults and seniors was developed under Erasmus+ project no. 2022-1-EL01-KA210-ADU-000081804 - SEAnior Leaders.

THE PROJECT The project aims to develop tangible and innovative methods to improve the ecological skills of adults over 65, reduce their ecological footprint and promote their lifelong education and voluntary commitment to the environment and their community.

PARTNERSHIP (1) MEDASSET (GR) is an international NGO registered as a non-profit organisation. The organisation has been a partner of the United Nations Environment Programme's Mediterranean Action Plan (UNEP/MAP) and a permanent observer member of the Berne Convention, Council of Europe, since 1988. (https://www.medasset.org/) 2. STARTAGERS (GR) is a Social Cooperative Company that was set up at the end of 2019 with the aim of designing and implementing innovative educational programmes to restart the activity of middle-aged and elderly people, as well as designing and implementing intergenerational volunteering programmes. (https://www.facebook.com/Startagers) 3. EDUVITA (IT) is an Italian NGO dedicated to promoting lifelong learning and developing intergenerational and intercultural relations. (https://www.eduvita.it/eng/) 4. FUTURE BALLOONS (PT) is a company and consultant with specialised knowledge of Erasmus+ projects, with an emphasis on the education of young people and seniors. (https://www.future-balloons.eu/pt/) OBJECTIVES 1. To increase the environmental competences and environmental awareness levels of seniors and adult educators, 2. To foster the professional development of educators who deal with adult students over 65 years of age, 3. Involve seniors in relevant voluntary and community management activities, 4. Reducing ageist attitudes, prejudices and stereotypes through education and intergenerational activities.

More information about the project can be found at https://www.medasset.org/portfolio-item/seanior-leaders-project/

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Environmental education programme for seniors

“No one can protect what he/she is not aware of!”

PRINCIPLES OF ENVIRONMENTAL EDUCATION

Environmental education is a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment.

A greener Europe is a strategic growth target for the EU. Education is widely considered as a key to address serious environmental challenges, and predominantly climate change. It builds the necessary knowledge and skills, allows for a better understanding on how our behaviour and decisions affect the environment and ultimately supports societal transition.

According to UNESCO, “Environmental education is a way of implementing the goals of environmental protection. It is not a separate branch of science but a lifelong interdisciplinary field of study.” It means education towards protection and enhancement of the environment and education as an instrument of development for improving the quality of life of human communities.

The basic principles of environmental education are: Awareness Awareness is the key to understanding! If we don’t understand the problem, we won’t be able to solve it.

Knowledge After awareness is knowledge. The objective is to encourage individuals to seek out knowledge about the environment and all of its components.

Attitude Knowledge won’t be effective if people lack the attitude that pushes them to take steps for environmental protection.

Skills Since we have the attitude, we also need the skill set for taking the essential steps required to protect the environment.

Capacity Building The objective here is to help people develop the temperament to evaluate environmental measures and their impact accurately.

Participation

The last objective is to encourage people to participate in activities essential for environmental protection. Furthermore, the objective is to add more and more people at all levels of the decision-making process with the aim of resolving environmental issues.

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Environmental education programme for seniors

THE STATUS OF ADULT AND SENIOR ENVIRONMENTAL LITERACY Τhere is an actual need as experienced by the adult educators of the project partners on the field, relevant literature and project experience on the topic of environmental education for older adults as it appears to be very limited. Older generations have been mostly absent from environmental education programmes, given the available literature and relative projects.

It is widely documented that the number of older people in Europe is expanding.[1] Furthermore, intergenerational income inequality has increased significantly; citizens aged 50 and older appear to hold most of the wealth.[2] Studies indicate that the effects of climate change, natural disasters, environmental degradation, and pollution tend to disproportionately increase pressure on older people’s health. [3] At the same time, older generations appear hesitant to support environmental issues and to participate in relative actions[4] Consequently, the population’s characteristics and consumerism behaviour can hinder progress in reducing the ecological footprint and achieving environmental sustainability for the community. A greener Europe is a strategic growth target for the EU.[5] Education is widely considered as a key to address key environmental challenges, and predominantly climate change. It builds the necessary knowledge and skills, allows for a better understanding on how our behaviour and decisions affect the environment and ultimately supports societal transition. [6]

[1] Eurostat (2020), Ageing Europe — looking at the lives of older people in the EU. URL: https://ec.europa.eu/eurostat/statisticsexplained/index.php?title=Ageing_Europe_-_looking_at_the_lives_of_older_people_in_the_EU [2] IMF (2018), Chen T., Hallaert J., Pitt A., Qu H., Queyranne M., Rhee A, Shabunina A., Vandenbussche J., Yackovlec I., Inequality and Poverty across Generations in the European Union, URL : https://www.eib.org/attachments/efs/econ_inequality_in_europe_en.pdf [3] EU (2021) Green Paper on Ageism: Fostering solidarity and responsibility between generations, COM (2021) 50 final. URL: https://ec.europa.eu/info/sites/default/files/1_en_act_part1_v8_0.pdf [4] Wright SD, Caserta M, Lund DA. Older adults' attitudes, concerns, and support for environmental issues in the "New West". Int J Aging Hum Dev. 2003;57(2):151-79. doi: 10.2190/Y73Y-0RK9-RP0J-E7HH. PMID: 15151188. https://pubmed.ncbi.nlm.nih.gov/15151188/ [5] European Commission (2020), Resolution of 15 January 2020 on the European Green Deal, 2019/2956(RSP) https://www.europarl.europa.eu/doceo/document/TA-9-2020-0005_EN.html [6] Proposal for a Council Recommendation on education for environmental Sustainability. Ares (2021) 2493131 https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/12985-Environmental-sustainability-education-andtraining_en

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Environmental education programme for seniors

THE STATUS OF ADULT AND SENIOR ENVIRONMENTAL LITERACY

Adults over 65 years old have had limited access to knowledge and little experience on environmentally sustainable behaviour, since awareness raising campaigns and environmental education programmes have generally deprioritized and disregarded them on the basis of their age.

This is also mentioned by the results of the educational programme “Let’s get loud , Startagers”, which was implemented by two partners of this project (Startagers, MEDASSET). The programme aimed to raise awareness for seniors regarding the sustainable development goals, as set out by the UN, and in particular “Goal 13: Take Urgent Action to Combat Climate Change and its Impacts.” Through an interactive learning environment, Senior Green Leaders trained to communicate information in their cities on sustainable development best practices in the urban environment.

*Results from 200 seniors questioned during the environmental education activities of “Let’s get loud , Startagers” project, 2023.Greece.

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Environmental education programme for seniors

“Environmental volunteering may have added value for older persons beyond other types of volunteer activity”

ENVIRONMENTAL VOLUNTEERING BENEFITS FOR SENIORS

Engaging in environmental volunteerism is quite beneficial for adults over 65, as it supports their physical and mental health, promotes pro-environment behaviour, builds social connections, and strengthens their self-esteem.[7] Field experience from some small-scale relevant initiatives by the project partners working with adult learners over 65 years old, has confirmed these findings. The opportunity to engage outdoors, to meet new people and provide services back to the community, enhanced their sense of ownership, of self-value and ultimately made them feel happy and visible.

Also, a large body of research, reinforced by systematic reviews, has demonstrated the benefits of volunteering to older individuals. Positive effects have been found for such outcomes as better self-rated health, less functional limitation, improved psychological well-being, and a potential reduction in dementia risk (Anderson et al., 2014). Research also suggests that volunteering may provide protection against specific illnesses and health events, such as hypertension (Burr, Tavares, & Mutchler, 2011) and hip fracture (Warburton & Peel, 2008). As a result of these proximal benefits, volunteering appears to reduce overall mortality risk (Jenkinson et al., 2013; Okun, Yeung, & Brown, 2013).

Evidence suggests that environmental volunteering may have added value for older persons beyond other types of volunteer activity. There are several potential mechanisms for this effect. First, exposure to nature is often a benefit of environmental volunteering, which can involve activities like cleaning natural areas, testing stream quality, restoring habitats, and clearing invasive species. Research has demonstrated the positive effects of exposure to nature, including improvements in cognitive functioning (Berman, Jonides, & Kaplan, 2008), enhanced psychological well-being (Kaplan, 2000), greater levels of physical activity (Ellaway, Macintyre, & Bonnefoy, 2005) as well as links to longevity (Takano, Nakamura, & Watanabe, 2002). A self-reported benefit of environmental volunteering is increased appreciation of the benefits of nature (Miles, Sullivan, & Kuo, 1998; O’Brien, Townsend, & Ebden, 2010).

[7] Bushway LJ, Dickinson JL, Stedman RC, Wagenet LP, Weinstein DA. Benefits, motivations, and barriers related to environmental volunteerism for older adults: developing a research agenda. Int J Aging Hum Dev. 2011;72(3):189-206. doi: 10.2190/AG.72.3.b. PMID: 21834387. https://pubmed.ncbi.nlm.nih.gov/21834387/

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Environmental education programme for seniors

Secondly, volunteering for the environment can be a pathway to physical activity. Librett and colleagues found that individuals who performed any kind of volunteering compared with non-volunteers were 1.8 times more likely to meet the Centers for Disease Control and Prevention guidelines for physical activity (Librett, Yore, Buchner, & Schmid, 2005). However, volunteers engaged in environmental activities were 2.6 times more likely to meet physical activity guidelines. Thus, one benefit of volunteering for environmental organisations may be increased physical activity, over and above other types of volunteering.

Finally, life-span developmental theory and research suggest that older people experience a need for engagement that is focused on improving the world and leaving a legacy for future generations —a process referred to as generativity (McAdams & de St. Aubin, 1998; Villar, 2012). Environmental volunteering is highly consistent with a need to express generativity, as making a positive contribution to the environment is critically important to the quality of life—and perhaps the survival—of future generations (Matsuba et al., 2012; Urien & Kilbourne, 2011). Research has found that generativity motivations are strong for older volunteers, showing that satisfaction with the activity results from a desire to nurture the environment and create a better future (Warburton & Gooch, 2007). Thus, environmental volunteerism fulfils what Moody has termed the “legacy motivation”; that is, the desire in later life to have contributed to our collective future that outlives the self (Moody, 2009).

ENVIRONMENTAL VOLUNTEERING BENEFITS FOR SENIORS

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Environmental education programme for seniors

INFORMATION ON CLIMATE CHANGE, MARINE LITTER AND SUSTAINABLE FISHERIES Within the framework of the thematic priorities, the project focuses primarily on coastal communities and marine related environmental challenges. The main issues discussed are (i) mitigation and adaptation to climate change, (ii) marine litter pollution, and (iii) sustainable fisheries, as all are directly related to consumer behaviour and are considered EU environmental priorities.

This is based on the fact that the Mediterranean is considered a climate change hotspot, pollution by marine litter, including single use plastics and microplastics and establishing sustainable fisheries are critical issues for the European coastal communities.

For analytical information about those issues, it is suggested to visit the European Environment Agency’s website.

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Environmental education programme for seniors

“Time for action!”

THE PROGRAMME’S METHODOLOGY

Prior to the implementation of the educational activities, trainers should carefully delve into the Report on Good Practices, which seeks to consolidate information relative to the project’s thematic areas, in a more systematic way. That will allow the adult educators of the project partners, as well as other adult educators to understand the special challenges that have to do with providing environmental education and awareness activities to adult learners over 65 years old and equip them with examples that will allow them to adjust these ideas to their educational style and social context.

Next step is to select the activities that match up to the thematic areas they are planning to introduce during their sessions, according to the following table.

For each activity, the keywords can be used from the trainers to search for further information about the topics, so that they can feel safe with the information that is going to be discussed. The educational goals are also very helpful to make each activity’s approach clear.

Finally, trainers and adult educators have to make sure they are equipped with all the required materials and have completed the needed preparation.

Time for action! Following the detailed steps, each activity can be an enjoyable experience for participants and trainers as well.

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Environmental education programme for seniors

Table with the environmental thematic areas of each educational activity

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INDOOR ACTIVITIES Activity 1: Single Use Plastics “storm”

Targeted participants: solely seniors /seniors and youth Required time: 45 minutes Materials/preparation: presenting equipment, flipchart or whiteboard, markers

Educational Goals (objectives) ●Raise awareness about the extent and consequences of plastic pollution. ●Teach about alternatives to single-use plastics and ways to reduce plastic waste. ●Encourage individuals to adopt upcycling and recycling practices.

Environmental Thematic Areas (keywords) marine litter, plastic pollution, single-use plastics, upcycling, recycling

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Environmental education programme for seniors

“It is only one plastic cup, said 8 billion people”

INDOOR ACTIVITIES Activity 1: Single Use Plastics “storm”

Introductory Exercise (10m) Trainers will introduce it by reading the following. If you have a whiteboard or screen, you can write this on there.

“It is only one plastic cup, said 8 billion people” 1. Read the quote.

2. Tell people you will give them a minute to think about this.

3. Ask people to discuss what it means or how they feel about this with someone near them. (you can walk around during this time and listen and/or contribute to small group conversations ) 4. Then, begin the large group discussion by saying: Today we are going to think about how our everyday life can help to give a solution to plastic pollution.

Ask the group if they have any ideas on how we can solve plastic pollution. Ideas can be added to the board.

Erase board when you’re finished to prepare for the next activity Single Use Plastics brainstorm (10 min) 1. Introduce the idea of single use plastics (explain what they are) 2. Ask the group to share some examples of single use plastics (1-2 min).

As they share, you or someone writes these on the board 3. Next, give the group time to think and/or speak in small groups about how single use plastics can be replaced (1 - 5 minutes) Come back to the whole group and share the ideas (5-10 min).

Items can be written on the board. If it’s possible to use a different colour for single use and a different for alternatives (eg red and green) this is helpful.

4. Ask why our planet is really suffering from plastic pollution. Instead of answering, you can show these videos. https://www.unep.org/news-and-stories/video/marine-litter (2min) Two minutes on Oceans w/ Jim Toomey: Marine Litter https://www.unep.org/explore-topics/oceans-seas/what-we-do/addressing-land-basedpollution/marine-litter-issue (6min) Preventing Our Oceans from Becoming Dumps.

After the videos, you can open the group up to discussion about their thoughts and feelings that came up from watching them.

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Environmental education programme for seniors

INDOOR ACTIVITIES Activity 2: “My Name is Blue” Documentary & Discussion

Targeted participants: solely seniors /seniors and youth Required time: 90 minutes Materials/preparation: presenting equipment, sheets of paper, pencils

Educational Goals (objectives) ●Raise awareness about marine biodiversity, ecosystems, and the threats they face. ●Increase appreciation for the sea turtles and beauty of marine life. ●Encourage participation in local conservation efforts.

Environmental Thematic Areas (keywords) Biodiversity, marine life threats, sea turtle conservation, documentaries

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Environmental education programme for seniors

“In feature films the director is God, in documentary films God is the director”

INDOOR ACTIVITIES Activity 2: “My Name is Blue” Documentary & Discussion

Introductory Exercise (5 min): Trainers will introduce the activity by reading the following. If you have a whiteboard or screen, you can write this on there.

“In feature films the director is God, in documentary films God is the director”, Alfred Hitchcock said. You can add: The beauty of nature is a great tool to sensitise and educate 1. Read the quote.

2. Tell people you will give them a minute to think about this.

3. Then, begin the group discussion. Let anyone who would like to share their ideas, or call on someone to share something.

Documentary Intro & Viewing (45 min) 1. Ask the participants to define a documentary 2. Once your group has agreed on the definition, ask them about some that they have seen.

3. Explain the educational value of documentaries: Documentaries are an excellent way to communicate important environmental and scientific issues.

4. Make a short introduction of the documentary “My Name is Blue” “The lifecycle and journey of a Caretta Caretta Turtle across the Mediterranean Sea is full of hazards, natural and human induced threats and agony for survival. Along the way several people will be there to help Blue. These are people that have dedicated their lives to saving these emblematic species from extinction” Watch the documentary (https://www.youtube.com/watch? v=qXkN4obbZUQ&t=834s). “My Name is Blue” Make sure everyone is sitting comfortably and can listen and watch well.

Encourage them to enjoy it! Documentaries are fun and educational After the end of the documentary make a small coffee break , about 5 10min Page 15

Environmental education programme for seniors

INDOOR ACTIVITIES Activity 2: “My Name is Blue” Documentary & Discussion “My Name is Blue” Discussion (35min) Once you’ve returned from break, give the participants a paper and pencil or pen.

Tell them that we are going to see how we can use the documentary as an educational tool and start with some memory questions. Some examples: In which countries did the film take place?

What were some of the most interesting things you noticed on Blue’s journey?

Is there any fact that you learned that surprised you?

How did you feel while watching this?

Which place from the documentary would you like to visit?

If you had the opportunity to meet one of the documentary characters, who would you choose and what would you like to ask?

Using What We Have Learned If you have time or the discussion isn’t really moving along, it’s ok to make a change to the plan. Talking about and thinking about what we’ve seen helps us remember the information better. So just do what feels right for you and your group. For example you can do a Role Play!

Select a scene from the documentary.

Have the participants do a role play game where they try to remember the dialogues There is no need to be exact or precise, it is just a way to engage with the topic and remember what they learned from the documentary.

Follow Up Activity Idea: Art Engagement! Ask each group to draw a poster for the film, including information they found remarkable. This activity can be quite time consuming as it requires discussion, planning and then creation.

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INDOOR ACTIVITIES Activity 3: “Everything, in Time” Making a Fish Model Diary**

Targeted participants: solely seniors /seniors and youth Required time: 60 minutes Materials/preparation: presenting equipment, rulers

Educational Goals (objectives) ●Encourage responsible consumption of seafood to support sustainable fishing. ●Raise awareness about overfishing ●Understand the importance of sustainable fishing practices and their impact on marine ecosystems.

Environmental Thematic Areas (keywords) Fish consumption, sustainable fisheries, overfishing

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Environmental education programme for seniors

INDOOR ACTIVITIES Activity 3: “Everything, in Time” Making a Fish Model Diary**

Prepare Fish Models These steps are to be completed before the session.

1. Use the following guides and read interesting information about sustainable fishing https://fishguide.wwf.gr/ https://pescesostenibile.wwf.it/ https://guiapescado.wwf.pt/ 2. Print from the pictures 10 kinds of fish that are the most common in your country 3. Cut the outline making a fish model.

4. On the back side of each model write the minimum allowed size.

Also prepare 12 white or blue pages with the months of the year written on them, one month per sheet. On the back of each page, write for which kind of fish this month is in its fishing period **it is recommended that this activity is completed before Activity 8.

All materials from today can be reused for the intro to Activity 8

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“By 2050 oceans are expected to contain more plastics than fish”

INDOOR ACTIVITIES Activity 3: “Everything, in Time” Making a Fish Model Diary**

Introductory Exercise (10min) Trainers will introduce the activity by reading the following. If you have a whiteboard or screen, you can write this on there.

“By 2050 oceans are expected to contain more plastics than fish”; and this is not only by the increasing number of plastics but also by the decreasing number of fish.

1. Read the quote.

2. Tell people you will give them a minute to think about this.

3. Then, begin the large group discussion.

Fish Model Diary: (40-50 minutes) Begin with some questions, such as: What fish do you prefer to eat?

What do you know about overfishing?

1. Place the 10 fish models you’ve prepared on the table, starting with the ones they said 2. Ask if they can recognize any of the fish you have there 3. For every fish they can recognize, ask to measure the model and comment if the size is over the minimum allowed. Check at the back and discuss the purpose of the minimum allowed size for fishing.

4. Explain that another important fact is the seasonality of fish as food.

That is, types of fishing happen at different times of year. Fishing of each occurs in its own time, and fishing is preferred to happen during the months each kind is plentiful in the sea.

5. Ask to place each fish model on the page with the month they believe that belongs in its fishing period 6. Once they have placed the fish on the months, check the answers on the back to see how everyone did. If they are not correct, they can change it.

7. After finishing the fish diary, ask the participants to take a photo of it so that they can use it at the fish market.

8. Close the activity with an open discussion about endangered kinds of fish and inform the participants of the most important in your country. Ask if they have seen them at the fish markets.

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Environmental education programme for seniors

INDOOR ACTIVITIES Activity 4: Storytelling “Small Habits, Big Change”

Targeted participants: solely seniors /seniors and youth Required time: 60 minutes Materials/preparation: presenting equipment, sheets of paper, pencils, colours

Educational Goals (objectives) ●Empower participants to change everyday habits towards sustainability ●Understand how the protection of the environment is connected with our everyday life ●Explore storytelling as a tool to communicate and educate

Environmental Thematic Areas (keywords) active engagement, sustainable lifestyle, awareness

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Environmental education programme for seniors

“If you feel too small to make a difference, try sleeping with a mosquito.”

INDOOR ACTIVITIES Activity 4: Storytelling “Small Habits, Big Change”

Introductory Exercise (2-5min) Trainers will start by reading the following. If you have a whiteboard or screen, you can write this on there.

“If you feel too small to make a difference, try sleeping with a mosquito.”

Dalai Lama 1. Read the quote.

2. Tell people you will give them a minute to think about this.

3. Ask people to discuss what it means or how they feel about this with someone near them. (you can walk around during this time and listen and/or contribute to small group conversations ) Storytelling - Small Habits, Big Change Discussion (10 min) 1. Start a discussion about general changes we can make to our lives.

Sample Question: What type of changes can we make to our everyday lives to help us stay healthier?

For example: starting physical exercise, quit smoking, eating less fast food. Ask the group for more examples 2. Getting Specific: What are some of our everyday habits that can affect the environment? Some sample questions you can use. Add any that you think of yourself as well!

How often do you recycle?

How often do you take your car instead of walking short distances?

How often do you forget to switch off your electric devices or the lights in your home?

What do you do with waste water? (for example, from the bath, washing car, etc) How often do you use single-use plastics? (examples - disposable straws, plastic bags at supermarket instead of reusable etc) How often do you buy seasonal and local products, fruit or fish?

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INDOOR ACTIVITIES Activity 4: Storytelling “Small Habits, Big Change” Think of a Story (20 min) This activity can be done either as individuals or in small groups or pairs 1. Ask the participants to think of a short story to describe how a change in their everyday life can affect the environment. It can be a personal example or one they think of at the moment. It is helpful for you to share an example to get ideas moving.

2. Hand out paper and writing supplies if the participants want to write or make notes 3. Make it Visual (optional) If you have art supplies, this can be turned into a storyboard/plan of their story or even a drawing to share with the group. You can offer this as an option as some people are not comfortable speaking, but would like to draw something Presentation (10 - 20 min) 1. Have the participants or groups each share their stories 2. Do not force people who are shy to participate. If the group seems nervous, you can make them into pairs and they can share their idea with one person Conclusion: Bringing it into the real world (10 min) 1. The activity can end with a proposition of sustainable living challenges. examples: using public transport, bringing your own bags to the supermarket, shopping locally (local fishmonger and butcher), walking instead of driving short distances, using a metal straw instead of disposable ones for your coffee etc.

1. Encourage participants to adopt sustainable habits for a set period.

Ask them to share their experiences with friends and family at home

Follow Up Activity Idea: If the participants are familiar with technology you can spend another day to try make their stories digital using for example the program “wevideo” on their pc or mobiles Page 22

Environmental education programme for seniors

INDOOR ACTIVITIES Activity 5: Card Game “The Planet I Remember”

Targeted participants: solely seniors Required time: 60 minutes Materials/preparation: Card Game. You need a card game like Dixit-memories, with drawings or pictures of people, nature, sky, etc. Otherwise you can print some pictures from the web.

Educational Goals (objectives) ●Raise awareness about climate change and environmental degradation ●Explore how our planet was 50+ ago and compare with nowadays ●Recognize how important is to revitalise and rewild nature

Environmental Thematic Areas (keywords) climate change, environmental degradation, rewild nature

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“I felt I was out there in the wild, experiencing the untouched natural world but it was an illusion”

INDOOR ACTIVITIES Activity 5: Card Game “The Planet I Remember”

Introductory Exercise (2-5min) Trainers will introduce by reading the following.

“I am 94. As a young man, I felt I was out there in the wild, experiencing the untouched natural world but it was an illusion. The tragedy of our time has been happening all around us, barely noticeable from day to day” David Attenborough 2020 1. Read the quote.

2. Tell people you will give them a minute to think about this.

3. Ask people to discuss what it means or how they feel about this with someone near them. (you can walk around during this time and listen and/or contribute to small group conversations ) Card Game - “The Planet I Remember” Introductory Discussion (10 -15 min) Today’s activity is a game, based on a trip we’re going to take in our imaginations. The questions are for people to get thinking in order to do the activity, so spend some time on these discussions. Below are some sample questions you can use or adapt to your needs.

1. Do you ever look back to memories of nature from childhood? If so, how do they usually make you feel?

2. What are some memories from nature/your local environment that you have from childhood?

3. How did people spend time outdoors when you were children?

4. What are your favourite memories of nature as a child?

5. What are some differences you see between when you were young and what the environment looks like now?

6. What about garbage, what are the differences between then and now?

7. What is the biggest environmental difference you notice between your childhood and now?

8. In your experience, how has the planet changed in the past 50 years?

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Follow Up Activity Idea: If you have their approval, you can also record them and use some of their stories in a “Climate change experience podcast”

INDOOR ACTIVITIES Activity 5: Card Game “The Planet I Remember”

Card Game (40min) Now that you’ve discussed the idea of change, it’s time to introduce the card game. The game will have 2 parts: a reflection and a sharing.

Pick & Reflect: 1. Put the cards upside down on the table 2. Ask each person to pick a card 3. Give them about 5 - 10 minutes to look at the card and reflect on it and their memories. Remind the participants to try and connect the image to ideas about the people, the neighborhood and environment they lived in Offer to give them paper and something to write with if they’d like to take notes While the participants reflect, you can play some calming music Share & Conclusion: 1. Ask each of the participants to show the card and speak about their memories that came up during the reflective time 2. After everyone has shared, go around the group again and ask them to name 1 or 2 things about their current environment that they like.

Eg, the roads are more built up, but we now have the ability to take the tram to the National Garden.

Group Storytelling For an exciting conclusion, you can start a story with the whole group.

This is meant to be a fun activity, so “silly” and strange ideas are welcomed!

1.

Pick a card and show the group. Then, begin a story based on the picture 2.

Going clockwise, ask them to add a sentence or two to the story connecting their own card with what the previous have said.

3.

The last person in the group will give a conclusion. Again, this is meant to be a fun activity so try and keep the ideas and topics light.

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INDOOR ACTIVITIES Activity 6: “REspect, REduce, REuse, REcycle! Making a RE- guide”

Targeted participants: solely seniors /seniors and youth Required time: 60 minutes Materials/preparation: sheets of paper, pencils, flipchart or whiteboard, markers, small and big plastic bottles, scissors, paper knives Educational Goals (objectives) ● Encourage behavioural changes to minimise plastic consumption. ● Learn about alternatives to single-use plastics and ways to reduce waste. ● Promote advocacy for plastic waste management and reduction policies.

Environmental Thematic Areas (keywords) marine litter, plastic pollution, single-use plastics, reuse, recycle Introductory Exercise (2-5min) Trainers will introduce the brainstorm by reading the following.

“I use plastics and I recycle every day.” While many of us say this, we don’t always know that single use plastics are low quality and can hardly be recycled.

Tell people you will give them a minute to think about this.

Ask people to discuss what it means or how they feel about this with someone near them. (you can walk around during this time and listen and/or contribute to small group conversations ) Page 26

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“single use plastics are low quality and can hardly be recycled”

INDOOR ACTIVITIES Activity 6: “REspect, REduce, REuse, REcycle! Making a RE- guide”

Making Re-Guides (50 min) What’s a “Re” word? (1-3 min) Explain the meaning of the RE – words: 1. Respect: the environment and the natural resources 2. Reduce: the amount of waste you produce.

3. Reuse: items as much as you can before replacing them.

4. Recycle: items wherever possible.

Respect (2-5 min) 1. Ask your participants - what does it mean to respect the environment? Try and get a small discussion going on how we show respect to the environment. eg, throwing cigarette butts or trash in an ashtray or trash, not on the beach Reduce (5-10 min) 1. Ask the participants to describe what they do or they can do to reduce the amount of waste they produce. Explain that all steps are important, but the best thing we can do is to avoid using plastic.

2. Write their suggestions on the board. If they cannot come with any examples, help by using some of these examples: Only buy what you need, not want Choose products with less packaging Buy in bulk Buy products with refillable packaging like liquid soap Buy high-quality items Look for multi-use items Clarify that reusing items is much better than recycling, because in that way we give them a new life.

Some benefits: Consumer creates less waste by reusing things like soap bottles or food packaging like plastic ice cream tubs It gives us a chance to practice our imagination and skills, e.g. how can I reuse this tray from the mushrooms I bought? Maybe I can plant some seedlings in it! Or it can be used as a cat or dog water bowl.

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INDOOR ACTIVITIES Activity 6: “REspect, REduce, REuse, REcycle! Making a RE- guide” Reuse: Bottle Activity (15-20 min) 1. Divide the participants into pairs 2. Give each pair a bottle 3. Ask them how they would reuse them instead of throwing them in the bin. Provide them some additional ideas that you can choose from the following link, and start the transformation! https://foshbottle.com/blogs/fosh/60-ways-to-reuse-plastic-bottles or https://www.youtube.com/watch?v=xEAOvFG1AmM (12:02 min) As you can see, there are so many ways to reuse them!

Recycle (10 -20 min) 1. Recycling is the last step for a reason: The amount of waste generated in the EU is growing, now standing at around 3 billion tonnes a year. In the EU as a whole, only 40% of household waste is currently recycled.

This proves why recycling by itself cannot be the only solution.

2. Have your participants get back into their pairs. Tell them you’re going to give them some questions they can discuss. Give each pair around 2 minutes per question.

3. Discussion Questions: Do you recycle? How and what?

What difficulties do you have with recycling?

For example in Athens many seniors complained that the recycling bins are few and often far away from their houses. Do the participants agree?

Are there any differences between recycling now and 10 years ago? If so, what? Why do you think things are different now?

Follow Up Activity Idea: For another day you can also organise a "Trash to Treasure" art project: Engage participants in creating art installations using collected plastic waste from beach clean ups.

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OUTDOOR ACTIVITIES Activity 7 : Role Playing Game, “Deep in the Ocean”

Targeted participants: solely seniors /seniors and youth Required time: 1 hour (not including transportation) Materials/preparation: a long and thick rope, post-it, pencils Educational Goals (objectives) ●Raise awareness about marine biodiversity, ecosystems, and the threats they face. ●Foster a sense of connection and responsibility towards marine life and ecosystems. ●Encourage participation in local conservation efforts.

Environmental Thematic Areas (keywords) marine biodiversity, ecosystems, conservation Introductory Exercise (10 - 15 min) 1. Each participant is given a post-it and a pencil.

2. They each write an animal on their post-it. Tell them to keep the animal secret. The animal can be one that lives on land or at sea.

3. Then, each person takes their own post-it and sticks it to the forehead of another participant. It is important that no one sees the answer on their foreheads.

4. Finally, participants make a cycle and each one in his turn tries to find the animal he has by asking up to 4 questions .e.g.: I am big? Do I have 4 legs? Am I a mammal? Do I live in the sea?

After they ask their questions, they can guess what animal they have.

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“Threats: Overfishing, Marine litter, Climate change, Deep-Sea Mining, Oil Spills, Industrial Discharge, Chemicals, Agricultural Runoff.”

OUTDOOR ACTIVITIES Activity 7 : Role Playing Game, “Deep in the Ocean”

Roleplay (20 min) 1. Tell everyone that you will now focus on marine animals.

2. If you are doing the activity at the beach, encourage the participants to feel the marine environment with all their senses – Give them a minute or two to just observe their surroundings – to watch, listen, smell and touch the sea water. If you are at a park, you can do this as well.

3. Give them another post-it note 4. Ask them to write a marine animal, but this time to place the post-it on their own forehead 5. Take a long rope and place it on the ground in a circle. Explain that this circle represents the marine environment 6. Ask them to enter the circle, and they will pretend they are the animal they have written. Tell them to do their best to try to move and act like their animal.

7. Walk around the circle and ask the participants how they feel. If there are many you can divide them in groups so that they can be comfortable in the circle.

Closing Talk (20 min) 1. Once everyone has tried to act like their animal for a little, explain some of the major threats that the marine environment faces. For each threat, you move the rope making the circle smaller.

2. Finally, when they can hardly move in the circle, explain to them that this is how the marine animals feel when human activities struggle with their environment.

3. In closing, ask the participants to come out of the circles and take their cards off their foreheads.

4. Ask everyone to gather round, and before they leave, ask them what they think they can do to help with some of the issues above.

5. What can the government do: ask them for some ideas on how collective action by communities and countries can help reduce some of these difficult issues.

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OUTDOOR ACTIVITIES Activity 8: Fish Market Visit “A Fish’s Life…”

Targeted participants: solely seniors /seniors and youth Required time: 1.5 hour (not including transportation) Materials/preparation: waterproof multi use bags, notebooks, pencils, fish diary from activity 3 Organise a visit to your local fish market or the central fish market of your town if there is available transportation for all the participants.

Educational Goals (objectives) ●Inform participants about the importance of healthy fish stocks ●Encourage responsible consumption of seafood in order to support sustainable fishing & fish markets ●Promote strategies for reducing individual environmental footprints and living more sustainably

Environmental Thematic Areas (keywords) marine biodiversity, sustainable fishing, seafood consumption

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“80% of fish stocks in the Mediterranean sea is overfished”

OUTDOOR ACTIVITIES Activity 8: Fish Market Visit “A Fish’s Life…”

Introductory Exercise (2-5 min) It is recommended that Activity 3: “Everything, in Time” Making a Fish Model Diary is completed in preparation for the Fish Market If you’ve done Activity 3: Just take out the month relevant to today and remind participants what types of fishes and mollusks are ok to buy this time of year If you have not done Activity 3: Use the following guides and read interesting information about sustainable fishing https://fishguide.wwf.gr/ https://pescesostenibile.wwf.it/ https://guiapescado.wwf.pt/ These sites can give you information about what fishes and mollusks can be fished and purchased sustainably during any season. The websites contain information about farmed fishes as well. Please take a look at which produce is good to buy during the season you plan the fish market visit. Speaking to local fishmongers or fishermen is also a good way to discover what is best to buy during what season.

Before you enter the market, review which fishes and mollusks can be purchased this time of year. If you’re able to share images of them, this can help with identification during the activity It is possible to speak about seasonal fishes during your transport if you have a quiet bus or train carriage.

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OUTDOOR ACTIVITIES Activity 8: Fish Market Visit “A Fish’s Life…”

Fish Market Visit (90 minutes) 1.

Underline the importance of the seasonality and size of the fish Fish spawn seasonally, so it’s important that we only buy fishes that are plentiful so that we do not deplete their numbers to dangerously low levels a. making sure we only purchase mature fishes ensures that we are not taking creatures out of the seas and oceans too soon b. the main goal here is to make sure that we do not contribute to overfishing and endangering more marine populations. The ecosystem is delicate and requires our informed participation 2.

When you arrive at the market, divide your team into groups of 3-4 participants and equip each group with a notebook and pencil 3.

Explain that the task for each group is to observe the market very carefully and answer the following three questions: What fish would you choose to buy today?

Did you see any fish that should not be sold due to its minimum allowed size or endangered population? (make clear that we are doing an educational activity. Our target is not to take the government’s place to control what is legal. They do not need to engage directly with any fishmongers who may be selling unseasonal items) Which was the cheapest and the most expensive fish?

Choose a quiet place like a park or a cafe near the market to meet after they have finished.

Everyone can get a drink and have a rest.

Lead a discussion, referring back to the questions above.

Address any other issues or questions that come up during this time.

Now that everybody knows what the best choice is, if they want, take everyone back to the market for shopping!

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OUTDOOR ACTIVITIES Activity 9: Citizen Science “Climate Change & Reality”

Targeted participants: solely seniors /seniors and youth Required time: 1.5 hour (not including transportation) Materials/preparation: waterproof thermometer, PH sticks This activity can be done at any beach. If you have a protected area or national Marine Park nearby, it is an ideal opportunity to visit it. Transport for yourself and the participants to the area must be arranged by the trainer, so please take this into account when choosing the place.

Educational Goals (objectives) ●Teach participants that they do not have to be experts in order to get involved in environmental issues. ●Explore ways we can contribute to the monitoring of climate change consequences with simple field measurements. ●Empower participants to be advocates for climate action within their communities.

Environmental Thematic Areas (keywords) climate change, citizen science

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“Climate change is like gravity.

Whether we believe it or not, it will bring us down”

OUTDOOR ACTIVITIES Activity 9: Citizen Science “Climate Change & Reality”

Introductory Exercise (2-5min) Trainers will introduce the brainstorm by reading the following.

“Climate change is like gravity. Whether we believe it or not, it will bring us down” Ask people to discuss what it means or how they feel about this with someone near them. (you can walk around during this time and listen and/or contribute to small group conversations ) Beach Survey Introduction (5 - 10 min) 1. Upon reaching the area, let the participants spend some time enjoying the nature that surrounds them.

2. Go around the group and have each person explain how they have engaged with science in their lives.

For example, some people may only have done science in primary school, while others may have a master’s in biology.

Some may feel they have no connection to science. In this case, ask them how they may engage with plants, animals or nature.

Reassure individuals who say they have no background in science that it is not a problem. In fact, the activity is designed for people like them.

Citizen Science Activities (60 min) 1. Start with observing the coast. Give everyone a couple of minutes to do this.

2. Explain that erosion is a basic danger due to climate change and is the consequence of sea level rising.

3. A very simple and interesting way to monitor erosion is to have a specific position (it can be an information kiosk), where you can take the exact same photograph monthly.

This photo of the coast must be taken without zoom or filters for the purposes of the survey.

Explain that combining the photographs, scientists are able to recognize the changes on the coast due to erosion.

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OUTDOOR ACTIVITIES Activity 9: Citizen Science “Climate Change & Reality” Next, as we’re observing the sea, we explain its importance: Sea water plays a very important role against climate change and global warming. Seas and oceans have the ability to absorb heat and carbon dioxide. This ability mitigates the consequences of climate change on land. Unfortunately, at the same time, it degrades oceans and marine life.

1. Monitoring Sea Temperatures: If we would like to monitor the sea water temperature, it’s very simple!

We use a thermometer and put it in the water to check the temperature.

Like the photo survey, we want to do this at about the same place and depth each time.

We collect the information monthly. We can then compare the results with past recordings from the web.

2. Monitoring Carbon Dioxide Absorption: If we want to monitor the carbon dioxide absorption, we can measure the acidification of the water with pH sticks.

Why? Additional carbon dioxide causes acidification to the sea water. This creates a lower pH. pH is the measure of acidity or basicity of liquids. We inform them that the ideal pH for seawater is 7,5 - 8,5.

If you’d like, some days before you arrive, you can ask the park rangers’ office if they have any more citizen science activities for the visitors and also present them. You can even arrange any available rangers to speak with your group.

Follow Up Activity Idea: If you have time, you can also implement Activity 7 : “Deep in the Ocean” Role Play

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OUTDOOR ACTIVITIES Activity 10: “You see the difference, a turtle does not” Beach clean-up

Targeted participants: solely seniors /seniors and youth Required time: 1.5 hour (not including transportation) Materials/preparation: litter bags, multi use bags for recyclable items, gloves, recording forms, pencils, paper size A1, glue, markers, pictures and magazine for introductory activity.

Activities 1 & 6 are suggested to be done as preparation Select a beach with easy access. Make sure you can undertake the participants transportation

Educational Goals (objectives) ●Raise awareness about the consequences and extent of marine litter. ●Understand the importance of recycling and reusing. ●Encourage individuals to participate in beach clean ups and environmental activities.

Environmental Thematic Areas (keywords) marine litter, single-use plastics, recycling, beach clean-ups

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“Straws, gloves, and plastic pieces smaller than 2 cm are NOT recyclable”

OUTDOOR ACTIVITIES Activity 10: “You see the difference, a turtle does not” Beach clean-up

Introductory Exercise - Puzzle (10 min) Divide the number of participants into 4 groups (if you have less than 8 people, just split the participants into pairs) Prepare ahead of time.

Choose some photos; old calendars work well. a.Cut them into about 4 equal pieces each. They will be used as a puzzle. b.Choose a picture and set aside to give to each group for your introductory activity 1. Give each person a piece of the “puzzle” and have them put the picture together with others.

2. Explain that this is their new group for the activity.

3. Ask participants to self-introduce. They can share their names, and if they’ve already done this, ask them to share why they’re here today and what they enjoy most about the beach and ocean.

Beach Clean Up (40 min) 1. Advise ahead of time: Don’t visit the beach during high heat times, between 12:00-17:00 during the summer Participants should have a hat, closed shoes, light coloured and layered clothing, sunglasses and water in multi use bottles 1. Divide the participants in groups (using the Introductory exercise if you’re able) 2. Equip each group with gloves (1 per person, for 1 hand only), 1 recycling bag, 1 litter bag and one recording form.

3. Explain the procedure: ●Separate litter in recyclable (plastic, paper, metal, glass) or not ●Straws, gloves, and plastic pieces smaller than 2cm are NOT recyclable ●Be careful with heavy items or dangerous (broken glass, etc.) ●Respect the marine and coastal ecosystem

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OUTDOOR ACTIVITIES Activity 10: “You see the difference, a turtle does not” Beach clean-up

Designate the part of the beach you are going to clean and the time frame.

Not more than 30 minutes for senior participants. Sensitive groups such as disabled people or younger children should also have their time limited.

Once you’ve finished the clean-up, gather all the collected litter and go to a place with shade for a short break. You can offer the participants a small snack (not in plastic packaging) Art Project (30 min) Provide the materials for the art project to each group A1 paper, glue, markers Instruct participants to create artwork using the collected plastic waste. .e.g. a logo of the activity, a picture of the beach, the recycling symbol End the activity with a group photo holding the artwork beside the collected litter.

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OUTDOOR ACTIVITIES Activity 11: Sustainable Picnic Gathering “Enjoy Ecologically”

Targeted participants: solely seniors Required time: 1.5 hour (not including transportation) Materials/preparation: tablecloth, cushions, reusable utensils, plates, and cups Activities 1, 3 & 6 are suggested to be done as preparation

Educational Goals (objectives) ●Encourage participants to adopt sustainable food choices. ●Raise awareness about the environmental impact of food production and packaging. ●Foster outdoor environmental friendly gatherings

Environmental Thematic Areas (keywords) single-use plastics, recycling, sustainable food

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“Sustainable eating is important not only for the environment but also for our health”

OUTDOOR ACTIVITIES Activity 11: Sustainable Picnic Gathering “Enjoy Ecologically”

Introductory Exercise (5-10min) 1. Invite everyone to sit calm with straight back and try to explore their senses.

2. Encourage the participants to identify: ●5 things that they can see ●4 things that they can hear ●3 things they can smell ●2 things they can feel by touch ●1 thing they can taste Ask them to share a time they enjoyed being outdoors.

Picnic 1. A picnic with a sustainability twist, is where participants are organized to pack eco-friendly and locally sourced foods and minimize waste.

2. Select a beautiful place near the beach or in a local park that everyone can easily access.

3. Invite participants to bring a dish made from locally sourced ingredients and with minimal packaging.

4. If you have already implemented Activity 3, encourage them to use this knowledge and, if they’d like, they can prepare some sustainable seafood.

5. Participants should bring reusable utensils, plates, and cups to reduce single-use plastic waste. They can bring their own reusable containers from home.

6. During the picnic, discuss their eco-friendly choices and share tips for sustainable eating. How it is important not only for the environment but also for our health. Enjoy!

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FINAL ACTIVITY Activity 12: Volunteering for Environment “Start your own Campaign”

Targeted participants: solely seniors / seniors and youth Required time: 1-2 hours Materials/preparation: papers, pencils All prior activities are useful as preparation for this final activity which can be none indoors or outdoors, for example at a local park or cafe

Educational Goals (objectives) ●Raise awareness about local environmental problems. ●Encourage participants to affect positive change in the community and the country. ●Inspire people to volunteer, take part in or create their own campaigns for the environment

Environmental Thematic Areas (keywords) volunteering, environmental problems

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“Find a catchy name for your campaign! “

FINAL ACTIVITY Activity 12: Volunteering for Environment “Start your own Campaign”

Introductory Exercise (2-5min) 1. Start a discussion about environmental problems of our planet, like: ●Pollution (land, earth, atmosphere) ●Global warming ●Fires ●Overfishing Next, ask them about some issues in their local areas e.g. Abandoned parks and public areas, Deficient recycling facilities, Dirty roads and neighborhoods, Light and noise pollution This conversation is to help them think about the environment so they can complete their campaigns Environmental Campaign (1 - 2 hours) 1. This will focus on local environmental problems their community may face, like: ●Abandoned parks and public areas ●Deficient recycle ●Dirty roads and neighborhoods ●Light and noise pollution Give papers and pencils and ask each participant to now write the biggest problem they notice in their own neighborhoods.

Tell the participants to read the problem they wrote out loud.

Then, make groups with those who chose the same or similar problems.

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FINAL ACTIVITY Activity 12: Volunteering for Environment “Start your own Campaign”

Advise the participants that they can organize their campaign following 3 basic steps: Information, Cooperation, Action Information: It is very important to get more informed about the problem. This can be achieved by sending questions to the responsible agencies.

They can also make a questionnaire to understand the other citizens’ opinion. Ask them to write what questions they would put on their questionnaires.

Cooperation: The next step is to look for partners. Depending on the problem, you may cooperate with other volunteer groups, scientists or environmental NGOs (non-governmental organizations).

Ask the participants to think with whom they’d like to collaborate Action: Now they are ready to act! Let the participants suggest what activities they would do to support their campaign. Some ideas may be: ●Organize meetings and presentations to inform as many people as you can about the problem ●Collect signatures ●Submit complains to the authorities ●Organize a visit to the problematic area to show the current conditions ●Inform the media Find a catchy name for your campaign! You can end the activity with a brainstorming about the campaign names. You can also encourage the participants to draw a logo.

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CONTRIBUTORS

AUTHORS Kostas Thomopoulos, Environmental Education & Volunteer Officer MEDASSET Maria Stenos English Language Tutor MEDASSET Volunteer

REVIEWERS Stella Psarrou Adult educator Startagers Hanna Urbanovich Adult educator EduVita Marisa Oliveira Project Manager Future Balloons

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.